The Effect of Teachers Unethical Practices

The Effect of Teachers Unethical Practices Hashtag: #GabaritandoEtica (A Lecture on Professional Ethics) The Effect of Teacher’s Unethical Practices Unethical issues in the teaching profession are commonly expressed in moral deviations such as taking bribes from students, sexual exploitation, pressuring students to buy books, and others. Therefore, teaching professionals that are manipulative of their colleagues, superficial in their teaching approach, selfish, speculative, showing signs of corruption are unethical teachers. Teachers are a model of moral and pro-social behaviors thus their attitude can greatly affect students sense of justice and perception of moral code. For instance, an honest feedback that can help a student improve their performance is more ethical than punishing a student with a grade of â€Å"C†. Ethical teachers are typically caring and often encourage students to study harder when they performed poorly; they make students accountable, honest and only give grades that students deserve. These ethical practices according to study teach students to strive for excellence and consistently do their best in class. Related articles: An Apple for Teacher At School, I Have Been Bullied by a Teacher Why Students Lie to Their Teacher? Helping Autistic Students Shine in Mainstream Classroom   Why Some Students Hate Their Teacher Ethical teachers are capable of making ethical decisions, particularly when it involves the use of power against students. For example, a male teacher one morning realized that the money on his desk was missing. He immediately suspected two students (Sam and Milby) simply because they had stolen money in the past. The teacher talked to Sam first and told him that he knew Sam had taken the money because Milby told him he had. Sam denied the allegation and insisted that he had not taken anything. The teacher told the same thing to Milby but the student insisted that he had not taken the money. The teacher then talked to both students and told them they were thieves and should admit their crime. The teacher later in the afternoon found the money under the pile of books but he did not apologize to Sam and Milby. The teacher in this scenario made accusations without evidence, lied and destroyed Sam and Milby’s friendship, refused to admit his error, and failed to apologize to those harmed by his false allegations. These unethical practices are detrimental to students’ perception of acceptable moral code and professional ethics in the future. Developing Students Professional Ethics Teachers’ actions have moral potency in relation to students. A teacher, therefore, should foster ethical professionalism and reflect on the moral impact of their actions, decisions, and overall attitudes towards students. Older students are typically more experienced. However, in terms of professional development, they need their teacher’s support to become autonomous, critical and ethically responsible professional. For instance, discussions on issues about informed consent, confidentiality, debriefing, and protecting the interest of research participants are common in undergraduate and graduate psychology, counseling, and social work classes. Teachers should help students develop ethical motivation skills such as the ability to act responsibly, understand social structures, and build a self-concept of an ethical person. Moreover, they should learn the importance of adhering to the personal, professional, and societal code of ethics including the consequences of violating them. A moral and pro-social behavioral model, teachers are expected to demonstrate unquestionable professional ethics in class. Teaching is a profession with two additional ethical responsibilities – point out ethical issues and serve as a model of the professional character. Moreover, the result of a recent study suggests that professional conduct is learned mainly by example. In other words, future professional ethics of students are reflections of their teacher’s moral and pro-social behavior. These can be good values such as an emphasis on the interest of students more than individuality and selfishness, teaching that recognized diversity, honesty, sense of justice, self-esteem, consideration, commitment, and emotional control.

'No one written off Evaluation of the government's promise; are Essay

'No one written off Evaluation of the government's promise; are disabled people going to be winners or losers' - Essay Example rkforce, as they will be judged according to their abilities rather than being judged according to the limitations that their disabilities place upon them (Action for Blind People). On the other hand, organizations that represent the disabled are very concerned about these changes, as they feel as though disabled people will be left out in the cold. This is due to the fact that people who are too sick to work will be forced to get a job. What’s more, employers are not ready to handle employees who are disabled or who live with a chronic illness. Some employers want no dealings with the disabled and sickly at all. Therefore, this dissertation will analyze the promises made by the white paper and see whether or not they will be beneficial to the disabled population. Furthermore, the dissertation will establish whether or not the concerns of organizations that represent the disabled are valid. The initial aim of this dissertation is to find out if the white paper will really do what is promised. In order to do this, it is vital to closely analyze every detail of the white paper to see what provisions it is offering to those currently receiving benefits. Then, we must compare the proposals to academic literature to best determine whether or not the proposals will be helpful or hurtful. On the surface, the white paper seems very promising, as there is a strong argument that work is extremely helpful in improving the overall emotional and physical health of an individual. According to an article titled â€Å"Work is Good for Your health,† work is good for maintaining mental and physical health. It has been found that working individuals have a higher self-esteem and suffer less from mental illness. What’s more, working individuals do not require as many visits to their GPs as do those who are not employed. Those who are unemployed are at higher risk for health problems, as well as mental illness. These individuals have a shorter life expectancy than those who are

Engineering ethics paper Research Example | Topics and Well Written Essays - 1000 words

Engineering ethics - Research Paper Example This specific branch of Genetic Engineering is called Transgenics (Frewer, 2013). Even though Genetic Engineering has led to the emergence of very superb hybrid and chimeras species of animals and plants and, has also resulted to the discovery of vaccines for various diseases, it is still unethical scientific practice that has always violated the integrity and rights of many animals and the culture of man as well. Many people live in fear of this mysterious technology and a number of animals, both wild and domestic are at risk of being killed in the course of the several Genetic tests. In fact, much concern is on these victimized animals (Ormandy, 2011). Below are some of ethical issues. To the religious world, the Transgenic practice of isolating genes and tissues from one animal and inserting them into another is very immoral and unacceptable act. Such acts are unnatural practices that seek to dismantle the creation design of God. For instance, the harvesting of genes from human tumor and implanting them into tobacco plant has ignited a bitter disagreement religious culture of man and Science (Brad, 2009). During the transfer of genes and cells from an animal to human being, some zoonotic diseases (diseases that are found in both animals and human) may be carried along side. Such diseases include Nipah and Bovine, commonly known as the â€Å"mad cow disease†. These diseases are very lethal and can easily lead to sudden death of man if not diagnosed in good time (Conn, 2008). The genetically modified food has posed health threats to lay society which do not clearly understand how such foods were quickly manufactured in laboratories. It is very evident that genetically modified foods can interfere with normal functioning of the human body and has a long term health effect. Some individuals have rapidly gained weight after eating highly processed and hybrid products. Animal Welfare has been the main concern when it comes to ethical issues in Genetic

How technology today affects a student's success Research Paper

How technology today affects a student's success - Research Paper Example The technological devices, including simple tool-based applications, video devices, online repositories, computers and handheld devices, have found wide application in various learning institutions and among students across the globe. Thus, this research paper aims at analyzing how technology has caused students to experience success through accessibility of materials, choice of convenient learning styles and enhancement of technological proficiency. Technology makes learning materials available to students, thus greater access, which increases the body of knowledge from which students learn from. Web browsers provide students with opportunities to find information on whatever subject. In fact, they provide more current materials than most school libraries do (Gemmill, and Peterson 281). Among the materials that students stand to benefit from the Internet include up-to-date tutorials and research papers. Software tools like spreadsheets, concept maps and databases allow these student s to organize and evaluate whatever data they access online. In addition, the accessed materials teach students to create work that depicts a high sense of professionalism, thus expanding the knowledge of such students. Another important information which technology, particularly the Internet, provides include comparison information on various learning institutions (Rambe 272). When seeking for an institution that would meet a student’s needs, it would be critical to get information on the various available options. The Internet provides information on the location, specialties and fees structure of such institutions. Furthermore, the global rankings of such institutions help students make informed choices of which institution to join. Rightful decisions enhance the desirable performance among students. Secondly, technology provides more convenient learning approaches which make learning comfortable and consequently boost students’ concentration in academics. In classr ooms, many teachers have adopted digital media to foster students’ skills. According to (Muir-Herzig 114), teachers use technological applications to simulate real-world phenomena to enable students execute authentic assignments as real workers would. Audio and video technology stimulates young minds which facilitates learning. The incorporation of pictures, animation and sound makes multimedia enhance recalling of basic facts among students as well as enhancing their understating of systems considered to be complex. Technology allows for learning in an institution of choice from whatever location in the world through distance learning which enables students to learn conveniently. The constructivist learning and teaching model cited by Muir-Herzig (114) indicates that due to the complexity of tasks brought about by technology, students’ motivation to learn increases. For example, as observed from a study by Gulek and Demirtas (29), students using laptops engage more in collaborative work than those without and further get motivated in writing their assignments, producing high quality work of greater length. They explore topics on their own, spending more time working on their school projects. The collaboration with other students through appropriate platforms such as social media enables students to tap into the available opportunities (Rambe 272). Whatever the preferred mode of learning, students leverage on technology to

Alternative education Essay Example for Free

Alternative education Essay To study and acquire knowledge would be a simple way to define education today. Being educated is to gain more skill in every aspect of life. While being educated or getting your education you create habits, learn values, discover new skills, and develop appreciation for your culture or others. We become educated so we can live more satisfying lives and be productive members to our society. We as people today attain our education in many ways. We go to school through our entire lives but that is not the only education we need in life. That is just being book smart, while that is important to help place you in your career they’re many other things to become educated on in life. To have survival skills or social skills, to learn respect for others or for yourself is all retained from parents or yourself. We learn to speak the proper way by our teachers at school and we learn how to write with correct grammar from going to school, but I believe our parents teach us the right time to say those words we learned. There are 5 types of schools and 3 types of learning. Public school which is the most popular schooling according to Jennings, he stated that in 2009, 90% of the population was attending public school while the other 10% were attending private. Home school where you stay at home and learn by either your parents or another teacher qualified to teach the material to you. This schooling is usually for people who are not capable of doing as well with large groups of people. There’s also charter schools, where you are accepted to go there and you get the benefits  of a private school but do not pay the tuition. Virtual school which is just an online school where Mantuano 2 everything you would do in a school you do right on your computer. The last type of school which isn’t reading books and how to pronounce something and add numbers is the school of Hard Knox! The school of life, how to live it, what your morals are and what you have been given from all the other ways of education and how you’ll let it affect you. The 3 types of learning are cognitive where you think and reason effectively. There is affective learning where you develop moral or spiritual values you retain a healthy attitude and have strong emotions. You also learn how to use your muscular and mechanical skills which are psychomotor skills. Gender, race, and your ethnicity I believe used to have a bigger impact on education than it does today. It still does effect education by the way parents will teach certain morals to their kids, what kids will believe since we all have different religious beliefs and everything. With  gender, girls used to have a lot less power to men, what men said went and today that has changed. I feel we have created more equal rights throughout life with education. Before different races couldn’t even attend the same school and we see that in our everyday life now. I feel that these things do have effect on education but not in all the serious ways it used to more in just the ethnicity of people and what they believe and how they will go about their lives with their morals they have received from themselves or their parents.

Impact of Interprofessional Working on Service Users

Impact of Interprofessional Working on Service Users The purpose of interprofessional education is to allow students from multiple health care disciplines learn together in the same learning environment, gaining a greater understanding of each disciplines roles and contributions. Barwell, Arnold and Berry (2013) points out that interprofessional learning has shown to create teams that work together more effective and improve patient’s experience. This essay is aimed at discussing how service user’s experiences are influenced by interprofessional working. Furthermore, it will critically analyse how increase knowledge of other professional roles, service-user centred care (SUCC) and hierarchy influences the care received by service users (SU). An interprofessional working is defined as the relationship between two or more professionals working together, combining their skills and knowledge to provide quality, individualised care for patients (Nancarrow et al, 2013). In order to optimise the health care and well-being of the SU, health care professionals must work together to achieve the best possible outcomes. This is further supported by Department of health (2010) stating that, to optimise the care of the SU, successful interprofessional working is essential. According to Bridges et al (2011), elements of interprofessional working include; responsibility, coordination, accountability, communication, cooperation, assertiveness, autonomy and mutual trust and respect. This is the partnership that creates an interprofessional team designed to work on common goals to improve SU’s outcomes and experience. However, Robertson (2011) accentuated that, if there is no interprofessional working between health care professionals it can results in lack of coordination, poor communication with SU, increased lengths of stay in the hospital, increased service costs and death. As revealed in tragedy associated with the death of Victoria Climbie and Peter Connelly (Baby P), ineffective team work and poor communication among health care professionals contributed to the care experienced by SU. For this reason, the Lord Laming led inquiry (2003) emphasised the need for health care professionals to work together more effectively to improve service user’s health and well-being. SU are people who use health and social services, or who are potential user of health and social care services (Essen, 2010). SUCC is fundamental as it involves putting patients and their families at the heart of all decisions as suggested by De Silva (2014). Putting SU at the centre of their care will enhance emotional well-being and increase sense of SU empowerment and self-esteem. Similarly, Kelly, Vottero Christie-McAuliffe (2014) highlighted that interprofessional teams establishes a partnership between SU and their families to ensure decisions respects SU needs and preferences. This has the potential to improve SU satisfaction with their care as well as their clinical outcomes. Hence, providing reassurance, making SU more informed, providing support, comfort, acceptance and confidence are the basic functions of SUCC (Longtin et al, 2010). Although there is an agreement to Longtin et al (2010) and Kelly, Vottero Christie-McAuliffe (2014) evidence, however it has been argued that overwork and staff shortages are the main barriers to SUCC observed in the practical setting (PelZang, 2010). Likewise, West, Barron and Reeves (2011) study found sample of nurses working in 20 acute London hospitals were asked to complete a postal questionnaire based on a prototype employee survey established in the United States and adapted by the authors for the use in the United Kingdom. According to their findings, nurses are aware that there are deficits in standards of care in areas that are mainly important to patients. Their result found that 64% feel overworked and report that they do not have enough time for SU and their relatives. The heavy workload also reduces the time spent by nurses collaborating and communicating with other professionals, which can have a direct effect on patient’s safety. Furthermore, Dunn (2003) identified that lack of time, wisdom and motivation acts as barriers to SUCC. Owing to time and staff constraints, health professionals do not often sit with their patients, and when they do, they often listen to their concerns hurriedly (Buerhaus et al, 2006). This can be seen as one of the leading causes of poor communication and information and was linked to poor care and ineffective treatment outcome. Effective and efficient communication in interprofessional working is critical for the provision of high quality care (Mitchell et al, 2012). Epstein and Street (2011) articulated that patient values good communication, want to share in decisions and be treated with empathy and compassion. Besides, a shortage of staff results to rituals and routines of practice which hinder the development of SUCC in the hospital. PelZang (2010) added that, even in health care practices where SUCC is valued, the need for caring for many patients at a time can undermine profe ssional’s ability to provide physical and emotional support and respect for their SU preferences. Various research has found that SUCC improve the experience SU have of care and help them feel more satisfied, reduce how often people use services which will in turn reduce the overall cost of care, encourage people to lead more healthy lifestyles, such as exercising and eating healthier, improve SU knowledge, confidence and understanding in dealing with their health problems, ultimately, improving how confident and satisfied professionals feels about care provided (Adams, Maben and Roberts, 2014, Tsianakas et al, 2012, Eaton and Roberts, 2015). However, despite the significant of the positive outcomes of SUCC, Weinberg, Cooney-Miner, Perloff, Babington and Avgar (2011) noted that decision-making in interprofessional health-care teams is often hierarchical rather than collaborative. The authors recognised that those at the top have the greatest influence. This is in agreement with the views of Daniel and Rosenstein (2008) who mentioned that hierarchy differences can come into play and diminish the collaborative interactions needed to ensure that the proper treatment are delivered appropriately. Hence, this is detrimental to the delivery of SU care, consequently limiting SU from decision making regarding their care. Eisler and Potter (2014) emphasised on the need to avoid the negative influence of hierarchy on the quality of care delivered to SU as all members of the teams including the SU and relatives must participate in decision making and planning, so as to propel team work that will move the team forward for the best int erest of the SU. It is essential that health-care professional’s work together with SU and share knowledge, this way team members can contribute to a healthy work environment where all team members including SU feel empowered, engaged and respected (Fund, ‎2012). Working with other professionals is part of day-day practice in health and social care (Day, 2013). Within a team collaboration is only truly gained when everyone is working towards common goals, with a shared understanding of the means to reach them (Sheehan, Robertson, and Ormond, 2007). This has to be based on mutual trust and respect between team members, understanding, recognising and valuing each other’s skills and values endorsing what each member contributes to the team (Mitchell et al, 2012). Hence, in order to have a successful interprofessional practice, each team must agree to individual roles and responsibilities and have knowledge of other professional roles (Sutter et al, 2009). Interprofessional teams are established to meet the needs of SU (McDonalds et al, 2010). In order to provide the most effective and comprehensive service users care, team member must develop and maintain readiness to utilize the knowledge and skill of the interprofessional team members (Brdiges et al, 2011). McDonalds et al (2010) further discussed that; all health team members must have an understanding of the knowledge and skills that each team member can contribute in a given situation. Spaholt (2012) agreed to this and stated when health care professionals understand each other’s role and able to communicate and work together effectively, SU are more likely to receive safe quality care. Thus this will allow members of the team to be able determine who is best-suited to implement any given intervention that is required for effective SU’s care. Although Spaholt (2012) evidence was important, however the limitation of this study is the size of the sample was small whic h affected the generalizability of the study to larger population. Nevertheless, Kanaga Prestridge (2011) argued that, when roles and responsibilities are not clearly understood by team members, there is potential for essential tasks to be overlooked or duplicated. They further recognized that role overlap has been noted to exist in interprofessional care. McDonalds et al (2010) supports the argument of Kanaga and Prestridge(2011) evidence and stated that, when team members belongs to professions that are similar in terms of analysis, implementation, planning and evaluation of SU’s care, overlapping professional skills that lead to conflict and tension among member of the interprofessional team occur. Indeed Hartmann and Crume (2014) expressed that conflicts among member of the team can adversely have an impact on SU’s care and experience. So, to avoid this tension and conflict, health care team members should develop competence in recognising the skills which they can contribute to the team, as well as the knowledge and skills that o ther members of the team possess (Caldwell and Atwal, 2008). Pellat (2007) emphasised that, when a team member see other team members as having similar or overlapping roles, team members should clearly designate the professional who will assume responsibility for that aspect of care on behalf of the team. This will save time and effort for the team members and avoid frustration for the SU as long as findings are communicated efficiently among members of the team (McDonalds et al, 2010). In conclusion, SU’s care and outcomes are improved by effective collaboration and joint working between professions. Conversely, it is important to note that poor interprofessional collaboration can greatly have a huge impact on the quality of SU’s care. Thus skills in working as an interprofessional team, gained through interprofessional education are essential for high quality care. Undertaking this essay and participation in the interprofessional learning has allowed student to gain a clearer understanding of the importance of interprofessional working in improving SU’s clinical outcomes and experience.

Betrayal Exposed in Vietnam Perkasie, By Ehrhart Essay -- Vietnam War

The Vietnam War was a controversial conflict that plagued the United States for many years. The loss of life caused by the war was devastating. For those who came back alive, their lives were profoundly changed. The impact the war had on servicemen would affect them for the rest of their lives; each soldier may have only played one small part in the war, but the war played a huge part in their lives. They went in feeling one way, and came home feeling completely different. In the book Vietnam Perkasie, W.D. Ehrhart describes his change from a proud young American Marine to a man filled with immense confusion, anger, and guilt over the atrocities he witnessed and participated in during the war. Growing up, Ehrhart lived in a small town called Perkasie, where he had a very safe and comfortable life. He had always felt prideful of his country. He would ride around with red, white, and blue crepe paper hanging from his bicycle and was brought to tears by the ceremonies on Memorial Day. As a child, he played war with his friends and loved the battery powered toy gun he got one Christmas. It only seemed natural to him that he would join the service someday. His pride and loyalty to his country came to a peak when John F. Kennedy was assassinated. That year he wrote on his notebook â€Å"ask not what your country can do for you; ask what you can do for your country† (page 8). This instilled in him a need to do something more, a need to serve his country. When it came to choose a college, he decided he would rather join the Marines. When describing his decision he said, â€Å"I guess it sort of means something to me- you know, that old lump in the throat when you hear the Star- Spangled Banner† (Ehrhart, 60). He felt that he enlisted... ...f his stay in Vietnam, he had wished he had never heard that word. He became horrified by this war. The once proud American was no longer so proud of his country. The Vietnam War was not like the movies he saw as a child; â€Å"the screams were real, and when men fell down they didn’t get up, and the sticky wet substance splattering against your leg was somebody’s intestines† (Ehrhart, 246). Although he had his family and friends around him upon his return home, it seemed that Ehrhart was alone in â€Å"The World.† Unless someone was there, they could not possibly understand the thoughts and memories he had to live with. The gruesome memories from Vietnam had permeated him completely; they engraved into his mind and would undoubtedly scar him forever. Work Cited Ehrhart, W.D. "Vietnam Perkasie". University of Massachusetts Press; second edition edition (June 9, 1995)